https://padlet.com/clarissabetker/7pfoiqschjl4 en-us 2018-05-25 04:31:54 UTC 2026-03-12 18:36:48 UTC hello@padlet.com clarissabetker https://padlet.com/clarissabetker/7pfoiqschjl4/wish/263538293 The characteristics of SMP 7 involve looking for and building connections in mathematical practices and processes. Through this practice, students build conceptual understanding as they reify (or examine the whole structure of) problems and expand their view. In doing so, they may discover why a procedure works or find new strategies to approaching problems that build a greater understanding of mathematics.]]> 2018-05-25 04:37:39 UTC https://padlet.com/clarissabetker/7pfoiqschjl4/wish/263538293 clarissabetker https://padlet.com/clarissabetker/7pfoiqschjl4/wish/263538309 Math is the focus of using a logical reasoning to establish whether a mathematical statement is true or false. This practice focuses on leaving the authority based learning to allow students to encourage students to reason on their own instead of allowing someone to do it for them. Practice three focuses on two aspects of generating an argument and evaluating arguments. Students will learn to create their own argument by developing their ability to justify and prove. They will also learn how to use empirical , performed, and formal reasoning. When evaluating arguments students will attain mathematical proficiency and gain a deeper conceptual understanding. They will be able to engage in other's reasoning and find the weak spots and create a stronger argument. An important part of learning to communicate mathematically is to "use the language of mathematics to express ideas precisely". ]]> 2018-05-25 04:37:46 UTC https://padlet.com/clarissabetker/7pfoiqschjl4/wish/263538309 clarissabetker https://padlet.com/clarissabetker/7pfoiqschjl4/wish/263538320 When students are engaged in this SMP they are working toward struggling with a problem or idea to made their own arguments and show how they work through the problems. Allowing the students to struggle and form their own thoughts allows them to gain a better conceptional understanding of mathematics they are working with. Students will also work through problems to be able to solve or understand it to their understanding. Such as when students are working through multiplication problems, one students will remember multiplication as add a number a specific amount of times such as 2 x 5 is 5 plus 5 because you are adding 5 two times. ]]> 2018-05-25 04:37:52 UTC https://padlet.com/clarissabetker/7pfoiqschjl4/wish/263538320 clarissabetker https://padlet.com/clarissabetker/7pfoiqschjl4/wish/263538356 First, I think it is important to tell students that the ideas are what is being evaluated and not the person or people when finding shortcomings in others' reasonings. The teachers role in this SMP is to allow the students to struggle with finding the answer, instead of just giving it to them. The teacher should be there to ask leading questions, to help students show their understanding, and guide students when needed to help them when they are stuck. ]]> 2018-05-25 04:38:05 UTC https://padlet.com/clarissabetker/7pfoiqschjl4/wish/263538356 clarissabetker https://padlet.com/clarissabetker/7pfoiqschjl4/wish/263538377 Some habits that we would want our students to work on is preserving, being comfort with struggling or not knowing how to do and persistent. Sometimes when they are struggling through a problem it is easy to just give up. Teaching student to preserve and look at different ways to solve a problem will allow them to preserve through a problem that they are struggling with. It is important to teach students that not everything is easy to understand, and that struggling is an essential part of learning. This is a habit that will talk a while for students to learn and be comfort with, but when they get comfort the product will improve. Teaching students to be persist also allows them to create the other habits. When they are persist with a task they will be able to preserve through it and become comfort with the struggle.]]> 2018-05-25 04:38:15 UTC https://padlet.com/clarissabetker/7pfoiqschjl4/wish/263538377 clarissabetker https://padlet.com/clarissabetker/7pfoiqschjl4/wish/263538396 When students are engaged in this SMP they are taking a step back from the procedure of problems to look at the thinking behind their solutions. One way this is illustrated in the text is through a Math Talk, where students solve a problem and share their strategies before discussing and comparing these thoughts with teacher prompting. We very actively engaged in this SMP during our face-to-face meeting and Math Talk, coming to a better understanding for how we conceptualize a decimal point and the connections between fractions, percentage, and decimals in our discussion. We found structure in our approaches by comparing them and verbalizing our thinking and gained a deeper conceptual understanding because of it. This level of critical thinking can be exercised in any mathematical subject at any level to broaden students understanding. It moves beyond questioning whether each answer is correct, to searching for larger structures or connections that build a greater understanding for the "big picture" of mathematics.]]> 2018-05-25 04:38:24 UTC https://padlet.com/clarissabetker/7pfoiqschjl4/wish/263538396 clarissabetker https://padlet.com/clarissabetker/7pfoiqschjl4/wish/263538425

The teacher functions as a facilitator, and can help drive student discussion as students look for structure in their own solutions. In Math Talks, the teacher may ask students to verbalize what another student has done or may prompt students to search for similarities and differences between approaches. For example, in a sample math talk on addition and subtraction in the text, the teacher asked the students for similarities between two responses. One student answered "they both added two."  While correct, the teacher prompted the student to think deeper by asking why--drawing the students to the realization that computation is made easier if we move to the nearest ten. Students moved beyond acknowledging that both answers and methods were correct, beyond a similar step in each process, to understanding a structural truth of addition.]]> 2018-05-25 04:38:33 UTC https://padlet.com/clarissabetker/7pfoiqschjl4/wish/263538425 clarissabetker https://padlet.com/clarissabetker/7pfoiqschjl4/wish/263538444 For SMP 7 we want our students to demonstrate perseverance as they persist in problem solving and seek to understand multiple strategies, finding structure and building conceptual understanding as they go. Students must learn to take a step back from procedures to examine the whole structure of a problem and think flexibly as they search for patterns and larger reasoning. To ensure that these habits are reinforced, we should make sure that students feel rewarded for their efforts. We can praise student attempts, acknowledge the thought they give each problem, and put the emphasis on building these habits as well as the discovery of preexisting structures in the problems we examine. Recognizing relationships can occur at all levels and involves many of the same manners of thoughts and types of questions. By teaching students to engage in these types of questions (just as we might teach students to self-question for literary comprehension), we ensure their success in this mathematical practice.]]> 2018-05-25 04:38:44 UTC https://padlet.com/clarissabetker/7pfoiqschjl4/wish/263538444